Dr Graham Rogers

Academic Interests

Graham Rogers has spent most of his career at Edge Hill, for the most part as a member of the History Department, and more recently as a Reader in Educational Development in the Faculty of Education. He was one of the first recipients of a National Award for the Teaching of History in Higher Education (HEA, 2003). His particular interests are:

• The relationship between student-teachers’ epistemological beliefs, personal perspectives on and values in learning and their impact on professional practice.
• The pedagogic tool of learning technologies in enhancing learners’ conceptual and critical thinking.
• ‘Creativity’ in thinking and learning.
• The Curriculum of Initial Teacher Education.

Previous research has concentrated on the application of learning technologies in translating disciplinary-specific and research-based processes into a challenging and legitimate learning experience for undergraduate history students through the medium of a VLE (WebCT) and online communication tools. He has published an evaluation study of the impact of a ‘blended learning’ approach on students’ cognitive and conceptual thinking.

His current interest centres around the knowledge base of teacher educators and its relationship with student-teachers academic and professional development.

Some Recent Publications

Rogers, G (2007) ‘Learning-to-Learn and Learning-to-Teach: Experiencing History in Teacher Education’, published conference paper in proceedings of BERA Annual Conference, London. Education-line, http://www.leeds.ac.uk/educol/documents/167872.htm

Rogers, G. (2006) ‘E-Learning, History Education and the Forging of Professional Identities’, published conference paper in ‘Teacher Education Futures: Developing Learning and Teaching in ITE across the UK’, St, Martin’s College, Lancaster, HEA, Education Subject Centre (ESCalate).

Rogers, G (2004) ‘History, Learning Technology and Student Achievement: making the difference?’ Journal of Active Learning in Higher Education, Vol.5, 3.

Rogers, G, ‘Learning to learn and learning to teach for undergraduate students in Primary Education with History’ in Rush, L. (ed.) An alternative perspective for ITT: Learning-to-learn and its basis in personal beliefs about knowledge, Escalate Occasional Paper (forthcoming).